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Getting in touch

Setting reading.

Student perspective

"Some students describe reading as enjoyable, others as a major source of frustration. This can arise because of less automatic word recognition, the need to re-read several times, visual disturbance or short concentration span. These can combine to make reading demanding and tiring."

Source: Academic Support tutor, July 2007.

Students in discussion

Dyslexia video: "Strategies that dyslexic students use when reading.." Duration: 4 minutes : 48 seconds

Strategies that dyslexic students use when reading.

"…I get frustrated having to read things word by word…if I don't understand a word I hop over it,…replace it with one that fits and carry on…" (4 min 48s video by Ryan Beardsley et al.)

Teaching methods

Inclusive teaching:

  • Give guidance on prioritising reading on the reading list;
  • Make explicit how reading relates to lectures, seminars, material on Web CT.
  • Where appropriate offer questions to encourage interrogation of material.
  • Make expectations clear e.g. approximate number of references expected in essays.

Examples of practice

Dyslexia video: "Guiding students in reading for seminars.." Duration: 1 minute : 23 seconds

Guiding students in reading for seminars.

"…There are very particular questions…so that it's possible for students to focus down on their reading so they're not just looking at a text book…" (1 min 23s video by Nick Thomas)

Dyslexia video: "Advising students on reading: prioritising reading lists.." Duration: 1 minute : 46 seconds

Advising students on reading: prioritising reading lists.

"…I don't just say ‘right come back and tell me everything you know about…’ I try to focus it in, so structure questions, bold is really important, and online resources…" (1 min 46s video by Andrew Fisher)

Reasonable adjustments:

  • Inclusive teaching suggestions are reasonable adjustments if not offered to all.
  • Recognise that reading can take longer, and this has implications for deadlines.
  • Consider whether a smaller number of references is acceptable.

Thinking about dyslexia © Copyright The University of Nottingham
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